System, apparatus and method for teaching a basketball dribbler to have optimal control over the basketball

ABSTRACT

Systems, devices and methods for teaching a basketball dribbler to have optimal control over the basketball, especially when transitioning from one dribble/move to the another, by establishing continuity that demands that the ball has to be back at a certain place at a certain time. The dribbler identifies and maintains a consistent organized rhythm, according to a consistent beat while executing particular dribbling basketball movements. The consistent beat may be a consistent tick or flash (audio and/or visual) at a number of different tempos.

BACKGROUND OF THE INVENTION

1. Field of the Invention

Systems, devices, and methods consistent with the exemplary embodiments relate to teaching a user how to handle a basketball, and more particularly, to teaching a user how to dribble a basketball and transition from one dribble to another.

2. Description of the Related Art

Recently, many basketball players/dribblers are investing countless time, effort and money into trying to be a better handler of the basketball and exhibit maximum control over the basketball while dribbling and transitioning from one dribble to the next. Starting at very young ages, and continuing well into adulthood, many people are off on their own trying to figure out dribbling for themselves. Others go about employing the services of coaches and/or trainers to help them to become skillful dribblers. During this popular quest to become better, players/dribblers are seeking the aid and advice of established methods which teach the skill.

There are many related art devices and methods that attempt to teach people how to dribble the basketball. In fact, many of the related art devices and methods are very much the same. Many fall short of teaching effective dribbling comprehensively that ultimately lead to success in basketball. All in all, they ignore the intricate parts of dribbling the basketball (proper technique).

During a dribbling drill session, the typical coach/trainer asks players to dribble the ball over and over again, whether it is with one ball or two, in an attempt to make them better at dribbling. Also, players are being asked to perform a move while dribbling and then make a shot or pass at the end of the move. Repetition is a very common practice while teaching dribbling.

This traditional method of repetitious training has its problems. One problem is that current drills do not demand that the ball has to be back at a certain location at a certain time. This lack of accountability in dribbling drills results in inefficiency in training—and essentially wastes time and energy. While dribbling, ball handlers currently experience difficulty transitioning from one dribble/move to the next dribble/move. Poor transitioning from one dribble/move to the next is a temporary lack of ball control. There is an expectation that dribblers will have ultimate control over the basketball when transitioning from one dribble/move to another. Dribblers go about dribbling and when the ball comes back up from a dibbling surface, they are supposed to have optimal control of the ball and therefore impact the placement of their next dribble. Lag occurs when a dribbler does not have optimal control over the basketball when transitioning from one move/dribble to the next. Effective dribblers do not have lag when they dribble the basketball. Lag allows defenders to remain in good defensive position (between the dribbler and the basket).

Also, many drills take for granted that players can execute the dribble/moves they are being asked to perform. For example, many coaches/trainers “assume” that one can dribble fundamentally with both hands. They expect for the dribbler to perform the high level moves that can be seen in the basketball videos. Some trainers are not truthful enough to tell a dribbler that he/she will not be able to do the move because he/she cannot dribble with their weak hand.

Players are often asked to perform a dribble/move and then make a shot or pass at the end of it. Under these conditions, many players cannot really perform the move but are successful at making the shot or connecting on the pass. As a result, there is less of an incentive to be really good with the dribble/move because there are other opportunities to be successful within the drill.

Traditional drilling allows you to start over when you make a mistake. The problem is that in a real basketball game situation, you rarely ever have the opportunity to start over. Real defensive pressure is relentless and unpredictable. Training to start and restart when a dribbler is uncomfortable is reinforcing a bad habit that does not transfer well into a real game situation.

Another problem with the type of drilling where players are being asked to perform a move and then make a shot or pass at the end of the move is that they assume the move worked in freeing the ball handler from the defender. This type of drilling also assumes that the defender is out of the play and now the ball handler is free to go to the basket for a lay-up. Again, real defensive pressure is relentless and unpredictable. Dribblers need to be prepared for the unexpected and drills need to simulate that reality. As long as these drills make these assumptions, then they will fail to prepare dribblers for effective transitioning from one dribble/move to the unanticipated next dribble/move.

There exists a need to improve current devices and methods to help dribblers reach their goals. Among others, two important goals for dribblers is to continuously dribble without turning it over or defenders taking the ball from them, and to either get past the defender or maintain the dribble in order to make the next pass. Also, another object can be to have optimal control and readiness for the next dribble/move in order to get past the defender to either score the basketball or create an advantage for the team. These goals are not easily fulfilled. Proper training is necessary in order to expedite learning for high level dribblers.

While most conventional methods of teaching dribblers effective transitions from one dribble/move to the unanticipated next dribble/move fall short of maximizing the dribblers' training experience, there are still countless hours, energy and money poured into them. One problem with the current technology is that it does not demand accountability from dribblers. This lack of accountability ignores that the ball has to be back at a certain location at a certain time.

Also, many coaches/trainers diversify training beyond the scope of dribbling and make it more difficult to improve the isolated dribbling issue. The coaches/trainers frequently allow dribblers to shoot and pass the ball. While these drills are important for overall basketball success, they detract focus from solving the expectation that dribblers will have ultimate control over the basketball when transitioning from one dribble/move to another. Many times dribblers cannot execute the moves that the coach/trainer expects them to, and trainers assume that they can. Also, when dribblers are allowed to stop and restart, then trainers are perpetuating a bad habit that can prove disastrous if done in a real basketball game.

The reality is that there is a step before players go to the basketball court to do drills with their basketball trainer. Dribblers should spend time perfecting their dribbling/moves under an intense, isolated regimen—giving them ultimate control over the transition from one dribble/move to another. This approach would make traditional drilling with their coach/trainer more efficient and effective.

SUMMARY OF THE EXEMPLARY EMBODIMENTS

Exemplary embodiments provide systems, devices and methods for solving these aforementioned problems. Exemplary embodiments provide a systems, devices and methods that offers a dribbler a simple, realistic method for developing optimal control of the ball while transitioning from one dribble/move to the next dribble/move—giving them an advantage while dribbling the basketball. The dribbler may dribble one or more basketballs in an open space, around an obstacle (i.e., cone) or a live defender.

According to an aspect of an exemplary embodiment, there is provided a method for improving a dribbler's control of a basketball during dribbling, which includes sensing a beat; and dribbling the basketball in accordance with the sensed beat.

The method may further include, at a device, generating the beat; and outputting the beat.

The method may further include selecting a tempo of the beat.

The method may further include performing at least a crossover dribble in accordance with the sensed beat.

The sensed beat may be audible or visible.

The dribbler may dribble the basketball such that the basketball hits the ground in synchronization with a rhythm of the beat. The dribbler may skip the beat during one dribble.

According to another aspect of an exemplary embodiment, there is provided a system for improving a dribbler's control of a basketball during dribbling. The system includes a device having a generating unit, which generates a beat; and an outputting unit, which outputs the beat. The dribbler dribbles the basketball in accordance with the output beat.

The device of the system may further include a selecting unit, which selects a tempo of the beat based on the input of the dribbler.

The dribbler may perform at least a crossover dribble in accordance with the output beat.

The output beat may be audible or visible.

The dribbler may dribble the basketball such that the basketball hits the ground in synchronization with a rhythm of the beat. Further, the dribbler may skip the beat one time.

According to another aspect of an exemplary embodiment, there is provided a handheld device for improving a dribbler's control of a basketball during dribbling. The device may have a generating unit, which generates a beat; and an outputting unit, which outputs the beat. The dribbler may dribble the basketball in accordance with the output beat.

The device may further include a selecting unit, which selects a tempo of the beat based on the input of the dribbler.

The dribbler may perform at least a crossover dribble in accordance with the output beat.

The output beat may be audible or visible.

The dribbler may dribble the basketball such that the basketball hits the ground in synchronization with a rhythm of the beat. Further, the dribbler may skip the beat one time.

BRIEF DESCRIPTION OF THE DRAWINGS

The above and other aspects will become more apparent and more readily appreciated from the following detailed description of certain exemplary embodiments, taken in conjunction with the accompanying drawings of which:

FIG. 1 is a perspective view illustrating an exemplary embodiment.

FIG. 2 is a flow chart of an exemplary embodiment.

FIG. 3 is a flow chart of another exemplary embodiment.

FIG. 4 is a block diagram of a device in a system according to an exemplary embodiment.

FIG. 5 is a block diagram of a handheld device according to an exemplary embodiment.

FIGS. 6A-6S illustrate different exemplary embodiment of the methods of dribbling the basketball.

DETAILED DESCRIPTION OF EXEMPLARY EMBODIMENTS

The method of dribbling a basketball according to an exemplary embodiment will now be described more fully with reference to the accompanying drawings, in which exemplary embodiments are shown.

According to an exemplary embodiment in FIG. 1, a continuous beat, established by an audio tick and/or visual flash (1) is provided, and dribbler's ball (2) must hit the floor at the same time (3) that the dribbler hears or sees the ticking sound or flash. By matching the sound or flash with a dribble, players must respond to the end of each dribble/move with another dribble/move—which simulates the continuity of a real basketball game-time action. Not having full control of the ball will make a dribbler late for matching the next sound. Therefore this kind of drilling forces improved efficiency in transitioning from one dribble/move to the next one—which simulates the unexpected reality of the real life game.

The audio tick and/or visual flash can be continuous over time (i.e. 1, 3 or 5 minutes). The dribbler dribbles the ball and times their dribble so that their basketball hits the floor at the same time as when he/she hears the established audio tick and/or sees the visual flash. The dribbler matches this sound for a set period of time. The dribbler, at times, is stationary and sometimes they are moving. Dribblers execute basketball movements (typically offensive basketball moves) again and again in accordance to this tick matching method for a set period of time. When their body is moving, they are not expected to jeopardize the ball matching the tick or flash. In time, dribblers will grow more adept at controlling the ball so that they can demand that the basketball be back in a certain location at a certain time after every dribble and move their body around while still fulfilling their responsibility of matching the tick or flash that the dribbler hears or sees.

In some instances, how and when the ball (1) hits the floor (3) is pre-organized and the dribbler establishes a rhythm other than matching every beat that he/she hears from the established audio tick and/or visual flash (i.e. match three ticks/flashes, skip a tick/flash, match a tick/flash, skip a tick/flash—match three ticks/flashes, skip a tick/flash, match a tick/flash, skip a tick/flash—repeat over and over for a specified amount of time). When the ball hits the floor in a pre-organized fashion, it will tend to create a beat of its own. Dribblers execute basketball movements (typically offensive basketball moves) again and again in accordance to this pre-organized method for a set period of time. As the tempo of the tick changes, faster or slower, the dribbles/moves are executed at a faster or slower pace. During this time, dribblers are still expected to exhibit maximum control over the basketball.

The tick/flash is consistent. All of the players' movements are based on this consistency. Because the tick or flash is continuous, and there is always a next beat, dribblers are forced to have enough control of the ball to be able to match the next tick or flash that comes. With this method, dribblers get high volume dribbling repetition with purpose and accountability, and their ability to handle the basketball improves rapidly, and the different tempos simulating the different speeds within a real basketball game will better prepare the participant.

Aspects of exemplary embodiments also relate to cardiovascular exercise. Dribblers will grow fatigued, burn calories; lose weight and increase energy and disposition. Aspects of exemplary embodiments also relate to an intense regimen and therefore strengthens dribblers' lower and upper body muscles as well as their heart and lungs. At the same time, muscle memory is supported. With the repetition in exemplary embodiments, the dribbler's muscles used in dribbling are constantly used. They grow fatigued and are strengthened as a result. These muscles, once developed will improve their natural accuracy while dribbling the ball.

Fatigue is also a major factor in the creation of aspects of the exemplary embodiments. The real-life game of basketball is played while people are fatigued. Therefore, the training environment needs to simulate that same reality. Exemplary embodiments provide methods for solving the current training issue where players are allowed to dribble a few times, stop and start again or dribble at an ambiguous tempo.

Aspects of exemplary embodiments teach dribblers constant continuity, just as the real life basketball game teaches. The repetition in drilling is habit forming. Stopping is not an option until time is up (i.e. three minutes). If a dribbler is used to stopping when they are uncomfortable (either through fatigue or a mistake), then it will be natural for them to do the same thing during real competition. The habit of stopping and restarting is averse to basketball dribbling success and therefore should not be practiced.

Aspects of exemplary embodiments simulate real life situations. Basketball is a rapidly changing sport and players need to be able to respond to a great deal of changing stimuli. Aspects of exemplary embodiments can be used to train for the worst case scenario, where the dribbler is constantly in bad situations and they are trained to be comfortable and successful in them. Dribblers are prepared for realities in a basketball game. In a real life basketball game sometimes dribble/moves do not work and the player needs to unexpectedly be prepared to do something else. This is also the case when a defensive player is quick and despite being beaten with a dribble/move, they are able to recover back into good defensive position. Sometimes in a real life basketball game when there is a double team situation, a dribbler needs to appropriately respond with a faster, more decisive dribble in order to escape the potential trap and create an advantage for him and his team. Even something as unpredictable as a referee getting in the way can cause a dribbler to have to do something unexpectedly while still maintaining his dribble.

Aspects of exemplary embodiments will be fun for dribblers. Currently, dribblers are subject to relative terminology like: “Harder, faster, slower, better”. These terms can be ambiguous to dribblers and therefore not yield optimal results. Many times the dribblers feel like they are going fast and the trainer feels they are not. Once the dribblers experience the success of matching an established audio tick and/or visual flash, they know what they are trying to accomplish. The dribblers can then set tangible goals for themselves and receive the gratification of having reached it.

Coaches/trainers attempt to drill players at a number of different speeds. Currently, they can only offer the advice to: “Go faster” or “Go slower”. They don't have a method that guarantees the speed at which dribblers execute a dribble/move and holds them accountable if they are not matching the speed. The game of basketball offers the need for many different tempos throughout the course of the game. Aspects of exemplary embodiments teach dribbling/moves at many different tempos so that a dribbler can be prepared to respond to many unanticipated different situations throughout the course of a basketball game.

In FIG. 2, a flow chart illustrates an exemplary method. In step 101, a beat is generated. In step 102, the generated beat is output. Then, in step 103, the player may dribble the ball according to the output beat. According to another exemplary embodiment shown in FIG. 3, the method may include selecting a tempo of the beat (step 202).

The method typically breaks dribblers into categories—beginner, intermediate and expert. As a beginner dribbler, a dribbler is only expected to maintain a consistent dribble which matches the ticking/flashing of the associated apparatus at a 116 and 138 tempo for at least one minute, while dribbling stationary, moving, executing offensive basketball moves or dribbling in a pre-organized fashion and ad-hoc where the dribbler matches three ticks/flashes, skips a tick/flash, matches the next tick/flash, skips the next tick/flash, matches the next tick/flash, skips the next tick/flash—match three ticks/flashes, skip a tick/flash, match a tick/flash, skip a tick/flash, match a tick/flash, skip a tick/flash—repeating this pattern over and over again for a specified amount of time. Typical offensive moves to be performed at this beginner's level are: stationary pounding, the dribble-cross-dribble move, and the inside/out move. These moves are merely exemplary, and various other moves can be performed using the exemplary method of FIG. 2. In general, fatigue presents a problem for the dribbler or the dribbler does not have enough control of the basketball to create a match of the sound/flash of the apparatus at the designated tempo.

The device in FIG. 5 may be set to a 116 and 138 tempo (the beginner level regimen calls for both tempos) using a selecting unit and the volume needs to be set so that the dribbler can hear the ticking sound (or in the case of a flash, so that a dribbler sees the flash). The apparatus can be a radio playing a CD, a metronome, a flashing light, and Ipod, a computer, and other devices.

As an intermediate, a dribbler is at least expected to maintain a consistent dribble which matches the ticking/flashing of the associated apparatus at a 168 and 184 tempo for at least two minutes, while dribbling stationary, moving, executing offensive basketball moves or dribbling in a pre-organized fashion and ad-hoc where the dribbler matches three ticks/flashes, skips a tick/flash, matches the next tick/flash, skips the next tick/flash, matches the next tick/flash, skips the next tick/flash—match three ticks/flashes, skip a tick/flash, match a tick/flash, skip a tick/flash, match a tick/flash, skip a tick/flash—repeating this pattern over and over again for a specified amount of time. Typical offensive moves to be performed at this intermediate level are: Draw dribble, Spin dribble, Inside/out, Vertical pound dribble, Inside/out to a crossover, Hop step, Inside/out, Kick dribble, Behind the back, Pound dribble, UTEP two-step, High crossover, Through the back of the legs, and Crossover. These moves are merely exemplary, and various other moves can be performed using the exemplary method of FIG. 2. In general, fatigue presents a problem for the dribbler or the dribbler does not have enough control of the basketball to create a match of the sound/flash of the apparatus at the designated tempo.

At this level, the apparatus in the picture should be set to a 168 and 184 tempo (the intermediate level regimen calls for both tempos) and the volume needs to be set so that the dribbler can hear the ticking sound (or in the case of a flash, so that the dribbler sees the flash). The apparatus can be a radio playing a CD, a metronome, a flashing light, and Ipod, a computer, and other devices.

As an expert, a dribbler is expected to at least maintain a consistent dribble which matches the ticking/flashing of the associated apparatus at a 208 tempo for at least three minutes, while dribbling stationary, moving, executing offensive basketball moves or dribbling in a pre-organized fashion and ad-hoc where the dribbler matches three ticks/flashes, skips a tick/flash, matches the next tick/flash, skips the next tick/flash, matches the next tick/flash, skips the next tick/flash—match three ticks/flashes, skip a tick/flash, match a tick/flash, skip a tick/flash, match a tick/flash, skip a tick/flash—repeating this pattern over and over again for a specified amount of time. Typical offensive moves to be performed at this beginner's level are: Draw dribble, Spin dribble, Inside/out, Vertical pound dribble, Inside/out to a crossover, Hop step, Inside/out, Kick dribble, Behind the back, Pound dribble, UTEP two-step, High crossover, Through the back of the legs, Crossover, Dribble-cross-dribble. These moves are merely exemplary, and various other moves can be performed using the exemplary method of FIG. 2. In general, fatigue presents a problem for the dribbler or the dribbler does not have enough control of the basketball to create a match of the sound/flash of the apparatus at the designated tempo.

At this level, the apparatus in the picture should be set to a 168, 184 and 208 tempo (the expert level regimen calls for those tempos) and the volume needs to be set so that the dribbler can hear the ticking sound (or in the case of a flash, so that the dribbler sees the flash). The apparatus can be a radio playing a CD, a metronome, a flashing light, and Ipod, a computer, and other devices.

FIGS. 4 and 5 illustrate an exemplary embodiment of the block diagram of the apparatus. FIG. 4 illustrates a device 301, in a system according to an exemplary embodiment. Device 301 may include a selecting unit 302 which selects a tempo of the beat, a generating unit 303 which generates the beat, and an outputting unit 304 which outputs the beat. According to another exemplary embodiment, the selecting unit 302 is not provided.

FIG. 5 illustrates a handheld device 401 having a selecting unit 402 which selects a tempo of the beat, a generating unit 403 which generates the beat, and an outputting unit 404 which outputs the beat. According to another exemplary embodiment, the selecting unit 402 is not provided.

According to an aspect of an exemplary embodiment, the dribbler may dribble using two balls. Also, the dribbler may dribble in coordination with cones and other on the court aids. Dribblers may pick up objects for coordination and use resistance bands while performing these exercises.

According to another exemplary embodiment as shown in FIG. 6A, the drill starts by having the dribbler dribble in place, keeping the basketball in one hand while pounding and matching the tick/flash for at least one minute. The apparatus emitting the tick/flash should be set to a 116 tempo. The dribbler can repeat this exercise at higher tempos (i.e., 138, 168, 184, 208) depending on whether the dribbler is considered to be a beginner, an intermediate, or an expert. The dribbler is to be stationary. The dribbler should be encouraged to dribble the ball as hard as they can, despite the fatigue, and to keep their head up during the entire time, despite the difficulty. There may be a one minute rest period. The dribbler may perform the drill shown in FIG. 6A using the opposite hand.

According to another exemplary embodiment in FIG. 6B, the dribbler dribbles backwards in a long, straight line, then forward on the same long line. They dribble back and forth, keeping the basketball in one hand and matching the tick/flash for at least one minute. The apparatus emitting the tick/flash should be set to a 116 tempo. The dribbler can repeat this exercise at higher tempos (i.e., 138, 168, 184, 208) depending on whether the dribbler is considered to be a beginner, an intermediate, or an expert. The dribbler should be encouraged to dribble the ball as hard as they can, despite the fatigue, and to keep their head up during the entire time, despite the difficulty. There may be a one minute rest period. The dribbler may perform the drill shown in FIG. 6B using the opposite hand.

According to another exemplary embodiment as shown in FIG. 6C, while still standing in one place, the dribbler executes an inside/out (here, the dribbler dribbles the ball and instead of returning the ball to the floor in a straight line each time, as the basketball is descending to the floor, they quickly move the ball to the middle of their body and then out again, so that it hits the floor in the original spot each time). They should keep the basketball in one hand, matching the tick/flash for at least 1 minute. The dribbler should remain stationary. The apparatus emitting the tick/flash can be set to a 116 tempo. The dribbler can repeat this exercise at higher tempos (i.e., 138, 168, 184, 208) depending on whether the dribbler is considered to be a beginner, an intermediate, or an expert. The dribbler should be encouraged to dribble the ball as hard as they can, despite the fatigue and to keep their head up during the entire time, despite the difficulty. There may be a one minute rest period. The dribbler may perform the drill shown in FIG. 6C using the opposite hand.

According to another exemplary embodiment as shown in FIG. 6D, the dribbler dribbles backwards in a long, straight line, pounding the ball as they match the tick/flash until they get to the end of the line. The dribbler must next dribble forward on the same line. When dribbling forward, the dribbler pound dribbles two times with the same hand and instead of returning the ball to the floor in a straight line each time, as the basketball is descending to the floor, they quickly move the ball to the middle of their body and then out again, so that it hits the floor in the same line as the original pound dribble. Next, the dribbler should take one step forward with the same side foot and again pound dribble the basketball two times, with the same hand in preparation to repeat this pattern over and over until at the end of the forward line, while matching every tick/flash for at least 1 minute. Once they are at the end of the forward line, they should move backwards on the same line pound dribbling again. The apparatus emitting the tick/flash can be set to a 116 tempo. The dribbler can repeat this exercise at higher tempos (i.e., 138, 168, 184, 208) depending on whether the dribbler is considered to be a beginner, an intermediate, or an expert. The dribbler should be encouraged to dribble the ball as hard as they can, despite the fatigue, and to keep their head up during the entire time, despite the difficulty. There may be a one minute rest period. The dribbler may perform the drill shown in FIG. 6D using the opposite hand

According to another exemplary embodiment as shown in FIG. 6E, the dribbler dribbles the basketball while repeating the pattern ‘dribble-crossover-dribble, dribble-crossover-dribble’. The dribbler dribbles backwards in a long, straight line, then forward on the same long line. They dribble back and forth, matching every tick/flash for at least one minute. While dribbling backwards, the dribbler just pounds the ball repeatedly into the floor while matching the beat. When dribbling forward, the dribbler dribbles one time with one hand then crosses the basketball over to the other hand (the ball should hit the floor during the crossover) where they will dribble one time with that hand—then cross the ball back over to the other hand. They will repeat this pattern over and over again for one minute. The apparatus emitting the tick/flash can be set to a 116 tempo or whichever is more appropriate for the dribbler. The dribbler can repeat this exercise at higher tempos (i.e., 138, 168, 184, 208) depending on whether the dribbler is considered to be a beginner, an intermediate, or an expert. The dribbler should be encouraged to dribble the ball as hard as they can, despite the fatigue and to keep their head up during the entire time, despite the difficulty. There may be a one minute rest period.

According to another exemplary embodiment as shown in FIG. 6F, the dribbler will freelance his/her way around the floor while matching the tick. The apparatus emitting the tick/flash can be set to a 116 tempo. The dribbler can repeat this exercise at higher tempos (i.e., 138, 168, 184, 208) depending on whether the dribbler is considered to be a beginner, an intermediate, or an expert. In this part of the exercise, the dribbler can execute any move he/she desires, as long as they match the tick/flash, meaning with every tick of the apparatus, the basketball must hit the floor. They can go anywhere on the floor that they wish. They can also switch hands as desired. The dribbler should be encouraged to dribble the ball as hard as they can, despite the fatigue and to keep their head up during the entire time, despite the difficulty. There may be a one minute rest period.

According to another exemplary embodiment as shown in FIG. 6G, the dribbler is expected to dribble in a beginner, pre-organized fashion. The dribbler matches three ticks/flashes, skips a tick/flash, matches the next tick/flash, skips the next tick/flash, matches the next tick/flash, skips the next tick/flash—match three ticks/flashes, skip a tick/flash, match a tick/flash, skip a tick/flash, match a tick/flash, skip a tick/flash—repeating this pattern over and over again for a specified amount of time. During the three matching ticks, the dribbler is moving forward in a long, straight line. Then they will move backwards as they: skip a tick/flash, match the next tick/flash, skip the next tick/flash, match the next tick/flash, skip the next tick/flash—only to move forward again to maintain this pattern. The dribbler will keep the basketball in one hand and match the tick/flash for one minute. The apparatus emitting the tick/flash can be set to a 116 tempo. The dribbler can repeat this exercise at higher tempos (i.e., 138, 168, 184, 208) depending on whether the dribbler is considered to be a beginner, an intermediate, or an expert. The dribbler should be encouraged to dribble the ball as hard as they can, despite the fatigue and to keep their head up during the entire time, despite the difficulty. There may be a one minute rest period. The dribbler may perform the drill shown in FIG. 6G using the opposite hand

According to another exemplary embodiment as shown in FIG. 6H, the drilling starts by having the dribbler pound dribble in place, keeping the basketball in one hand while pounding and matching every tick/flash for at least 1 minute. Here, dribblers are urged to move the basketball while pounding. With the basketball, they should create a “V” in front of their body and on both sides of their body (This “V” is created by simply changing the angle that the basketball hits the floor and changing the angle of the dribbler's hand while still dribbling it with one hand). The dribbler is to be stationary. The apparatus emitting the tick/flash can be set to a 116 tempo. The dribbler can repeat this exercise at higher tempos (i.e., 138, 168, 184, 208) depending on whether the dribbler is considered to be a beginner, an intermediate or an expert. The dribbler should be encouraged to dribble the ball as hard as they can, despite the fatigue and to keep their head up during the entire time, despite the difficulty. There may be a one minute rest period. The dribbler may perform the drill shown in FIG. 6H using the opposite hand

According to another exemplary embodiment in FIG. 6I, the dribbler dribbles backwards in a long, straight line, pounding the ball as they match every tick/flash until they get to the end of the line. The dribbler must next dribble forward on the same line matching every tick/flash from the apparatus. When dribbling forward, the dribbler dribbles the ball through his/her legs one time to the other hand and without moving his/her feet, cross the basketball back in front of his/her body, with one dribble to the other hand. Next the dribbler pounds the basketball for two dribbles, then dribbles the basketball through his/her legs again in preparation to repeat this pattern over and over until the end of the forward line, while matching every the tick/flash for at least one minute. Once they are at the end of the forward line, they should move backwards on the same line pound dribbling again. The apparatus emitting the tick/flash can be set to a 116 tempo. The dribbler can repeat this exercise at higher tempos (i.e., 138, 168, 184, 208) depending on whether the dribbler is considered to be a beginner, an intermediate or an expert. The dribbler should be encouraged to dribble the ball as hard as they can, despite the fatigue and to keep their head up during the entire time, despite the difficulty. There may be a one minute rest period.

According to another exemplary embodiment as shown in FIG. 6J, the dribbler dribbles backwards in a long, straight line, pounding the ball as they match every tick/flash until they get to the end of the line. The dribbler must next dribble forward on the same line. When dribbling forward, the dribbler pound dribbles two times with the same hand and instead of returning the ball to the floor in a straight line each time, as the basketball is descending to the floor, they quickly move the ball to the middle of their body and then out again, so that it hits the floor in the same line as the original pound dribble. Immediately, when the basketball hits the floor, the dribbler crosses the basketball in front of their body with one dribble from one hand to the other. Next the dribbler takes one step forward with his/her opposite foot and takes two pound dribbles using the new hand in preparation to repeat this pattern over and over until at the end of the forward line, while matching every tick/flash for at least one minute. Once they are at the end of the forward line, they should move backwards on the same line pound dribbling again. The apparatus emitting the tick/flash can be set to a 116 tempo. The dribbler can repeat this exercise at higher tempos (i.e., 138, 168, 184, 208) depending on whether the dribbler is considered to be a beginner, an intermediate or an expert. The dribbler should be encouraged to dribble the ball as hard as they can, despite the fatigue and to keep their head up during the entire time, despite the difficulty. There may be a one minute rest period.

According to another exemplary embodiment as shown in FIG. 6K, the dribbler dribbles backwards in a long, straight line, pounding the ball as they match every tick/flash until they get to the end of the line. The dribbler must next dribble forward on the same line. When dribbling forward, the dribbler pound dribbles the basketball two times with the same hand, then crosses the basketball in front of their body with one dribble from one hand to the other. Next the dribbler takes one step forward with his/her opposite foot and takes two pound dribbles using the new hand. The dribbler again crosses the basketball in front of their body in preparation to repeat this pattern over and over until at the end of the forward line, while matching every tick/flash for at least 1 minute. Once they are at the end of the forward line, they should move backwards on the same line pound dribbling again. The apparatus emitting the tick/flash can be set to a 116 tempo. The dribbler can repeat this exercise at higher tempos (i.e., 138, 168, 184, 208) depending on whether the dribbler is considered to be a beginner, an intermediate or an expert. The dribbler should be encouraged to dribble the ball as hard as they can, despite the fatigue and to keep their head up during the entire time, despite the difficulty. There is a one minute rest period.

According to another exemplary embodiment as shown in FIG. 6L, the dribbler dribbles backwards in a long, straight line, pounding the ball as they match every tick/flash until they get to the end of the line. The dribbler must next dribble forward on the same line. When dribbling forward, the dribbler pound dribbles the basketball two times with the same hand, then dribbles the basketball through his/her legs from one hand to the other. Next, the dribbler skips a tick/flash by letting the basketball dribble really high (higher than it normally would) once it emerges through the legs (the dribbler skips a tick/flash by not abruptly stopping the basketball to dribble again as it emerges from through the legs). Once one tick/flash is skipped, the dribbler takes one step forward with their opposite foot and pound dribbles the basketball two times with the new hand. Next, the dribbler dribbles the basketball through their legs in preparation to repeat this pattern over and over until at the end of the forward line, while matching and skipping the appropriate tick/flash for at least one minute. Once they are at the end of the forward line, they should move backwards on the same line pound dribbling again. The apparatus emitting the tick/flash can be set to a 116 tempo. The dribbler can repeat this exercise at higher tempos (i.e., 138, 168, 184, 208) depending on whether the dribbler is considered to be a beginner, an intermediate or an expert. The dribbler should be encouraged to dribble the ball as hard as they can, despite the fatigue and to keep their head up during the entire time, despite the difficulty. There is a one minute rest period.

According to another exemplary embodiment as shown in FIG. 6M, the dribbler dribbles backwards in a long, straight line, pounding the ball as they match every tick/flash until they get to the end of the line. The dribbler must next dribble forward on the same line. When dribbling forward, the dribbler pound dribbles two times with the same hand. Next, he/she crosses the basketball in front of their body to the other hand with one dribble. Then, with no steps, immediately cross the basketball back in front of their body to the original hand with another dribble. The dribbler then takes a step forward with the opposite foot and pound dribbles the ball with the original hand in preparation to repeat this pattern over and over until at the end of the forward line, while matching every tick/flash for at least one minute. Once they are at the end of the forward line, they should move backwards on the same line pound dribbling again. The apparatus emitting the tick/flash can be set to a 116 tempo. The dribbler can repeat this exercise at higher tempos (i.e., 138, 168, 184, 208) depending on whether the dribbler is considered to be a beginner, an intermediate or an expert. The dribbler should be encouraged to dribble the ball as hard as they can, despite the fatigue and to keep their head up during the entire time, despite the difficulty. There is a one minute rest period.

According to another exemplary embodiment in FIG. 6N, the dribbler dribbles backwards in a long, straight line, pounding the ball as they match every tick/flash until they get to the end of the line. The dribbler must next dribble forward on the same line. When dribbling forward, the dribbler pound dribbles the basketball one time, then creates a 45 degree angle with his/her feet (as illustrated in FIG. 6N). He/she dribbles the basketball through his/her legs with one dribble from one hand to the other. Next the dribbler takes one pound dribble and reverses their foot positioning to create a 45 degree angle with their back foot now out front. Next he/she dribbles the basketball through his/her legs with one dribble from one hand to the original hand. The dribbler takes one pound dribble with the original hand and reverses their foot positioning to create a 45 degree angle with their back foot now out front in preparation to repeat this pattern over and over until at the end of the forward line, while matching every tick/flash for at least one minute. Once they are at the end of the forward line, they should move backwards on the same line pound dribbling again. The apparatus emitting the tick/flash can be set to a 116 tempo. The dribbler can repeat this exercise at higher tempos (i.e., 138, 168, 184, 208) depending on whether the dribbler is considered to be a beginner, an intermediate or an expert. The dribbler should be encouraged to dribble the ball as hard as they can, despite the fatigue and to keep their head up during the entire time, despite the difficulty. There is a one minute rest period.

According to another exemplary embodiment as shown in FIG. 6O, the dribbler dribbles backwards in a long, straight line, pounding the ball as they match every tick/flash until they get to the end of the line. The dribbler must next dribble forward on the same line. When dribbling forward, the dribbler pound dribbles the basketball one time, then creates a 45 degree angle with his/her feet (as illustrated in FIG. 6O). He/she dribbles the basketball behind his/her back with one dribble from one hand to the other. Next the dribbler takes one pound dribble and reverses their foot positioning to create a 45 degree angle with their back foot now out front. Next he/she dribbles the basketball behind his/her back with one dribble from one hand to the original hand. The dribbler takes one pound dribble with the original hand and reverses their foot positioning to create a 45 degree angle with their back foot now out front in preparation to repeat this pattern over and over until at the end of the forward line, while matching every tick/flash for at least one minute. Once they are at the end of the forward line, they should move backwards on the same line pound dribbling again. The apparatus emitting the tick/flash can be set to a 116 tempo. The dribbler can repeat this exercise at higher tempos (i.e., 138, 168, 184, 208) depending on whether the dribbler is considered to be a beginner, an intermediate or an expert. The dribbler should be encouraged to dribble the ball as hard as they can, despite the fatigue and to keep their head up during the entire time, despite the difficulty. There is a one minute rest period.

According to another exemplary embodiment as shown in FIG. 6P, the dribbler will freelance his/her way around the floor executing any move he/she desires, as long as the dribbler matches three ticks/flashes, skips a tick/flash, matches the next tick/flash, skips the next tick/flash, matches the next tick/flash, skips the next tick/flash—match three ticks/flashes, skip a tick/flash, match a tick/flash, skip a tick/flash, match a tick/flash, skip a tick/flash—repeating this pattern over and over again for a specified amount of time. There are two rules: 1) the dribbler cannot stay in the same place for two moves in a row and 2) the dribbler cannot cross the basketball in front of their body more than two times per minute. The dribbler can go anywhere on the floor that they wish, but must remain continuous for at least one minute. The apparatus emitting the tick/flash can be set to a 116 tempo. The dribbler can repeat this exercise at higher tempos (i.e., 138, 168, 184, 208) depending on whether the dribbler is considered to be a beginner, an intermediate or an expert. The dribbler should be encouraged to dribble the ball as hard as they can, have quick feet and despite the fatigue and to keep their head up during the entire time, despite the difficulty. There is a one minute rest period.

According to another exemplary embodiment as shown in FIG. 6Q, the dribbler is expected to dribble in a pre-organized fashion. The dribbler matches three ticks/flashes, skips a tick/flash, matches the next tick/flash, skips the next tick/flash, matches the next tick/flash, skips the next tick/flash—match three ticks/flashes, skip a tick/flash, match a tick/flash, skip a tick/flash, match a tick/flash, skip a tick/flash—repeating this pattern over and over again for a specified amount of time. During this pre-organized routine, the dribbler is moving forward executing fifteen offensive basketball moves successively without breaking the above mentioned rhythm (match three ticks/flashes, skip a tick/flash, match a tick/flash, skip a tick/flash, match a tick/flash, skip a tick/flash). After the fifteen moves are completed, the dribbler is expected to spin around and repeat the list of moves again as they move back up the same line. This repetition continues over and over, while remaining in-line with the organized rhythm for at least one minute. The apparatus emitting the tick/flash can be set to a 116 tempo. The dribbler can repeat this exercise at higher tempos (i.e., 138, 168, 184, 208) depending on whether the dribbler is considered to be a beginner, an intermediate or an expert. The dribbler should be encouraged to dribble the ball as hard as they can, have quick feet and despite the fatigue and to keep their head up during the entire time, despite the difficulty. There is a one minute rest period. The list of moves are: Draw dribble, Spin dribble, Inside/out, Vertical pound dribble, Inside/out to a crossover, Draw dribble, Hop step, Inside/out, Kick dribble, Behind the back, Pound dribble, UTEP two-step, High crossover, Through the back of the legs, and Crossover.

According to another exemplary embodiment in FIG. 6R, the dribbler will dribble in place, switching hands and positioning of the basketball with every dribble. The dribbler's first dribble will be with his/her left hand, in front of his/her left leg. The dribbler's second dribble will be with his/her right hand, in front of his/her right leg. The dribbler's third dribble will be with his/her left hand, in the back of his/her left leg. The dribbler's last dribble before starting over will be with his/her right hand, in the back of his/her right leg. Next, the dribbler dribbles with his/her left hand, in front of his/her left leg in preparation to repeat this pattern over and over while matching every tick/flash for at least one minute. The apparatus emitting the tick/flash can be set to a 116 tempo. The dribbler can repeat this exercise at higher tempos (i.e., 138, 168, 184, 208) depending on whether the dribbler is considered to be a beginner, an intermediate or an expert. The dribbler should be encouraged to dribble the ball as hard as they can, despite the fatigue and to keep their head up during the entire time, despite the difficulty. There is a one minute rest period.

According to another exemplary embodiment in FIG. 6S, the dribbler is expected to dribble in a pre-organized fashion. The dribbler matches five ticks/flashes, skips a tick/flash, matches five ticks/flashes, skips the next tick/flash, again matches the next five ticks/flashes. This pattern is repeated over and over again for a specified amount of time. The dribbler begins with one foot in front of the other creating a 45 degree angle with a lot of space between their feet as they dribble through the back of his/her legs from one hand to the other. Immediately the dribbler returns the basketball through the front of his/her legs to the other hand. This pattern is repeated for five matching dribbles. After the fifth dribble, (the basketball will be in the front of the dribbler's body) the dribbler skips a tick/flash as they exchange their feet positioning (placing the foot that was in the back, now in the front) and carry the basketball so that it is behind their leg on the same side of their body. Now the dribbler is in position to dribble through the back of his/her legs from one hand to the other. Immediately, the dribbler returns the basketball through the front of his/her legs to the other hand in preparation to repeat this pattern over and over while matching every tick/flash for at least 1 minute. The apparatus emitting the tick/flash can be set to a 116 tempo. The dribbler can repeat this exercise at higher tempos (i.e., 138, 168, 184, 208) depending on whether the dribbler is considered to be a beginner, an intermediate or an expert. The dribbler should be encouraged to dribble the ball as hard as they can, despite the fatigue, and to keep their head up during the entire time, despite the difficulty. There is a one minute rest period.

While the exemplary embodiments have been particularly shown and described with reference, it will be understood by those of ordinary skill in the art that various changes in form and details may be made therein without departing from the spirit and scope of the exemplary embodiments. 

1. A method for improving a dribbler's control of a basketball during dribbling, comprising: sensing a beat; and dribbling the basketball in accordance with the sensed beat.
 2. The method of claim 1, further comprising: at a device, generating the beat; and outputting the beat.
 3. The method of claim 2, further comprising: selecting a tempo of the beat.
 4. The method of claim 1, further comprising: performing at least a crossover dribble in accordance with the sensed beat.
 5. The method of claim 1, wherein the sensed beat is at least one of audible and visible.
 6. The method of claim 1, wherein a dribbler dribbles the basketball such that the basketball hits the ground in synchronization with a rhythm of the beat.
 7. The method of claim 6, wherein the dribbler skips the beat at least one time while dribbling.
 8. A system for improving a dribbler's control of a basketball during dribbling, comprising: a device, which comprises: a generating unit, which generates a beat; and an outputting unit, which outputs the beat; wherein a dribbler dribbles the basketball in accordance with the output beat.
 9. The system according to claim 8, wherein the device further comprises: a selecting unit, which selects a tempo of the beat based on input of the dribbler.
 10. The system according to claim 8, wherein the dribbler performs at least a crossover dribble in accordance with the output beat.
 11. The system according to claim 10, wherein the output beat is at least one of audible and visible.
 12. The system according to claim 8, wherein the dribbler dribbles the basketball such that the basketball hits the ground in synchronization with a rhythm of the beat.
 13. The system according to claim 12, wherein the dribbler skips the beat one time while dribbling.
 14. A handheld device for improving a dribblers control of a basketball during dribbling, comprising: a generating unit, which generates a beat; and an outputting unit, which outputs the beat; wherein a dribbler dribbles the basketball in accordance with the output beat.
 15. The device according to claim 14, wherein the device further comprises: a selecting unit, which selects a tempo of the beat based on input of the dribbler.
 16. The device according to claim 14, wherein the dribbler performs at least a crossover dribble in accordance with the output beat.
 17. The device according to claim 16, wherein the output beat is one of audible and visible.
 18. The device according to claim 14, wherein the dribbler dribbles the basketball such that the basketball hits the ground in synchronization with a rhythm of the beat.
 19. The device according to claim 18, wherein the dribbler skips the beat one time. 